Lesson Plan and Reflection (Domain 3)

Teacher: Kenyonna Smiley

Grade: 2nd grade
Content Area: Math

1. Content and Standards:

.NBT.A.1 – Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

2. Prerequisites:
Students will know from previous lessons, how to write 3-digit numbers for a
group of ten tens and how to represent hundreds with ten blocks.

3. Essential Questions:
How do you show a 3-digit number using drawing of blocks?

4. Materials and Equipment:

- whiteboards
- dry erase markers
- Go Math workbooks
5. Instructional Objective:
Students will be able to use concrete and pictorial models to represent 3- digit
numbers with 80% accuracy.

6. Instructional Procedures:
 Before- To begin lesson I will give students a question to explore. Using personal
whiteboards handed out to each student, we will do the Listen and Draw from Go
Math workbook (pg 87). I will write on the board, “Jack has 12 ten blocks. How
many hundreds and tens does Jack have?”. Then have students work independently
drawing out the answer. I will walk around during this time observing student
thinking and problem solving. After about 5 minutes we will do a hold up (I will
quick scan to see who was able to get the correct drawing of 12 ten blocks = 1
hundred and 2 tens). We will go over problem on board using interactive notebook. I
will then tell students our objective for the day. “Today we will learn how to use
picture models to represent 3-digit numbers”. Commented [a1]: 3a. Communicating with students

 During: After I let students know our goals for the day, I will look for deeper
Commented [a2]: 3b. Using questioning and discussion
thinking, I will ask students “to think about a way to use less blocks and still show the techniques
same number (120) hundreds, tens and ones blocks”. Students will be a minute to Commented [a3R2]:
 think about it and draw a picture showing 120 using the fewest number of blocks
possible. I will then have them turn and talk to their shoulder partner about what they
came up with as their answer (think- pair- share). I will walk around listening to Commented [a4]: 3c. Engaging students in learning

discussion. Then we will do Model and draw on page 88. Students will be given a
number and then asked to draw that number using hundred, tens and ones blocks. I
will work through the example in the model with students. Pointing out that the
number given (348) is shown with the fewest blocks possible. Keeping in mind to
demonstrate how to say the number the correct way (note why saying three hundred
AND forty-eight is not the correct way to say whole numbers). After going over how
to draw a 3- digit number using the fewest number of blocks we will do the share and
show Questions 1 and 2, during share and show I will have students answer the
questions (drawing on their whiteboards) and do Hold ups. Commented [a5]: 3d. Using assessment in instruction

 After: Students will be given questions 3-6 to do as independent work (that will be Commented [a6]: 3d. Using assessment in instruction

collected for formal assessment).

7. Assessment – Hold ups answers and independent worksheet problems.

8. Differentiated Instruction: While students are working on independent work I will walk
around to observe who is struggling with understanding the concept of what each number
of a 3- digit number represents (hundreds, tens, ones). I will have a worksheet available
with easier problems that thoroughly explain each step toward answers.
 Reflection
For this math lesson, I wanted to keep students engaged as much as possible. We are
working towards the backward teaching model for math (“productive struggle”) but my mentor
teacher and I aren’t fully comfortable in fully implementing it as of yet. So we decided to open
our math lesson with a word problem and have them explore first then introduce lesson for the
day. I open up my math lesson with a problem either from the previous lesson concept and then
build on it to fit the lesson we are beginning. The GoMath curriculum calls for a lot of worksheet Commented [a7]: 3b/3c – During the opening of my
lesson, once students answered the question that showed
work so I tried my best to get students to interact with each other and funs ways to get everyone them able to use skills learned from previous lesson I go
back and build on the question. In this particular lesson I ask
answering questions instead of calling on one or two students at a time. This particular lesson student,” if they can think of a way to show the same
number but using “fewer blocks”. This led students to
was on modeling 3-digit numbers. I think this lesson went rather smoothly. I was able to see and further elaborate and come up with expanding out to using
hundred blocks in modeling 3-digit numbers.
measure work of students that met the learning goal for the lesson. I not only waited for the
ending assessment (independent worksheet problems) to be collected for this determination but I
also took into consideration the engagement activities that called for showing answered question
on boards too. Commented [a8]: 3d. I used assessment during the lesson
(informal) as well as after lesson (collecting independent
One thing I made sure to do this lesson was give clear dialogue on what our learning work at the end)

objective will be for the day in math. This is something that I tended to forget to do. In previous Commented [a9]: 3a. Gave students the expectations for
the lesson and what we were working towards.
lessons this is something my mentor teacher says I forget to add or vaguely go over. I was so
used to just making sure it was written on the board I forget to actually say it to the students
during the lesson. So I can say this time I made sure to reflect on my feedback and clearly
explain our learning goals during this lesson. I also made sure to give clear directions every step
of the way during the lesson. Classroom management is something I have been working on so
this was essential for easier instruction. When the students were asked to answer a question or
draw on whiteboard I gave my expectations of them for actions, time limits and what was to be
done once finished.

Overall Reflection and Performance in Domain 3

Instructional Delivery (Domain 3) is the domain where teachers implement the plans that
they created during the planning and preparation stage (Domain 1). This is the true legwork of a
teacher, it’s when we actually teach. During a teacher’s instructional stage keeping students
engaged, giving clear directions, being able to be flexible and quickly assess all play a part in
leading to success of the plans being carried out. When I look back over how the lesson went I
can say there were some parts that could be strengthened within the domain. When it comes to
Domain component 3b, I think I made sure to ask students some higher-level thinking questions
but I could of asked more and even promoted them to develop and ask questions themselves. For
example, during Think-Share-Pair I could of gave student prompts to ask each other how they
got to a certain answer if their answers didn’t match up.
When looking at Domain 3d I believe I did a good job of having an assessment during the
lesson to measure where students were with meeting the objective. Using the whiteboards for
hold-ups gave me a quick view of where students were but I didn’t have it set up in a way for
students to assess themselves. My ending assessment gave students a clear distinction of what
was needed and they were able to self-evaluate before turning worksheets in but I am going back
to the drawing board on how I can get students toward monitoring progress during the lesson.

Goals for improvement

Questioning and discussion techniques – To further promote students developing higher
level questions and discussions. I will have student do share and show problems then share with
their shoulder partners. They can discuss what answers they got and if they don’t agree I will be
sure to prompt students on questions they could ask each other to further understanding. This ties
in with helping student self-assess and monitor progress also. I would be improving in both
components.
Demonstrating flexibility and responsiveness – I need to work on being able to quickly
adjust my lesson based on the results I get form the informal assessments. For example, during
the Hold Ups I was able to see by the students answers who didn’t quite understand the concept.
I took note of them in mind to pull them for small group (which is done twice a week). I want to
be able to adjust my lesson right then and there to pull up another question similar and go
through it step by step (I know this is teacher directed but a quick mini lesson at that moment
could help a lot). I get so used to sticking to the “plan” I lack the component Domain 3e to be
responsive and flexible, things can change and work out better than what is planned. We don’t
know what will stick from our lessons until we actually teach it.